220 Student-Curated Content – 02.28.2020

On February 28, 2020, participants in the Active Teaching Lab discussed how to engage students in the curation of their own content that reflects their own experiences and their own perspectives on course content. Examples, technology-driven design, and assessment strategies were discussed along with many others!

Takeaways

• Ask students! Students are more creative, dynamic, and curious than the limited course contact we have with them allows us to understand. At the beginning of the semester (Module 0!) and continuing throughout the semester, check-in with students to gauge their interests and how they connect course content to their academic and professional trajectories.
• Generate opportunities for public-facing presentations. The collection, editing, and generation of anthologies, libraries, interactive course materials, etc. should not sit in a dark corner of your office! Share your work with colleagues, departments, libraries, and the wider public to give students’ work exposure to a wider audience.
• Connect students with campus services: The Design Lab, Software Training for Students (STS), and UW-Madison Libraries offer significant amounts of training, resources, and production assistance (design consultation, editing, large format printing) that can help students polish their work for a professional finish.

To learn more and discover new resources, visit the session’s activity sheet.

Video

The Active Teaching Lab is a Faculty Engagement program with sessions held on Thursdays from 1:00-2:00pm and Fridays from 8:30-9:45am in the Middleton Building (1305 Linden Dr.), room 120. Check out upcoming Labs or read the recaps from past Labs. We build interdisciplinary conversations that are more emergent than a presenter and more dynamic than a panel — a conversation with colleagues sharing challenges, solutions, and experiments on topics selected by a variety of stakeholders.

Sign up for regular Lab announcements by sending an email to join-activeteaching@lists.wisc.edu.